An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. Subjects were 93 adolescents (mean age of 15.4 years old) with a IQ range of 91-142. (Author/JN)

Procedures that could be used to assess progress in instructional programs designed to enhance cognitive skills are reviewed, discussing measures of the following parameters: (1) knowledge acquisition, organization, and structure; (2) problem representation; (3) mental models; (4) metacognitive skills; (5) automaticity of performance; and (6)…

The development of economic reasoning in young children is examined from the theoretical perspective of Piaget's work on cognitive development. To determine a possible correlation between grade level and the type of reasoning children use to approach economic problems, 70 urban children, preschool through grade 3, answered questions which measured…

Interpersonal Process Recall (IPR) is a technique in which audiotapes are used to evoke students' memories concerning their own thinking. Reports a study using IPR to probe elementary students' (n=17) thinking during a problem-solving situation. Concluded that IPR has potential in classroom research. (MDH)

This paper illustrates the use of rule space as a tool to support cognitive analyses of students' mathematical behavior. The rule space approach is explained and is then used to classify students into one of two methods for solving linear algebraic equations in one unknown and to diagnose their knowledge states in this topic. A 32-item test with…

Research summarized here demonstrates how similarity thinking can be used in training programs to help ethnic minority children acquire basic skills. Current achievements are often attenuated by poor language skills, especially when English is not the first language of the child. Similarity thinking assesses the child's ability to learn without…

A paradigm for learning economic concepts based on cognitive development and learning theory is offered as a guideline for teaching and research. Discussion is divided into two sections. The first section establishes the model's theoretical framework, which is based on two propositions. The first of these is that economic knowledge is not a fixed…

This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are…

Results of a comparison of Papua New Guinea bilingual and monolingual students' (n=232) mathematics achievement indicated that bilingual students competent in both languages scored significantly higher on two different types of mathematical tests than both low-competent bilingual students and monolingual students. (32 references)

Describes the method of having children observe videotapes of other children's mathematics activities to gain insights into the observing children's thought processes and the observed children's activities. Discusses the applications of this method as a research tool and as a probe for classroom teachers in evaluating students. (MDH)

Much has been written about the value of metacognition. However, little research has identified subsumed intellectual factors, logical operators, and cognitive functions; or has established clear relationships between metacognition and science cognition. This paper presents a study to build a strategic metacognitive model of an efficient,…

How science understandings are communicated and how students construct meaning of these communications are central issues in epistemic research. Students' metacognition of the meaning-making process is embedded in this line of research. This paper reports a study to examine children's declarative, procedural, and conditional knowledge of science…